Affiliations:
Department of Mathematics and Statistics, Cebu Technological University, Cebu, Philippines
This study aimed to develop and validate a scale for assessing STEM faculty teaching effectiveness and improving educational outcomes in STEM disciplines. The study is grounded in the principles of Outcomes-Based Education (OBE) and Outcomes-Based Teaching and Learning (OBTL) and aligns intended learning outcomes, teaching and learning activities, and assessment tasks. A sequential exploratory mixed-methods design, with qualitative methods followed by quantitative methods, was employed. Administrators and faculty members participated in the development and validation of the STEM Faculty Teaching Effectiveness Scale for higher education. The scale showed excellent inter-rater agreement, as indicated by Cohen’s Kappa. Exploratory factor analysis identified three main factors: Communicating Intended Learning Outcomes, Facilitating Teaching and Learning Activities, and Implementing Assessment Tasks. Confirmatory factor analysis using the Maximum Likelihood method was then conducted. The results showed good model fit for Model 2 (CFI = 0.9260; TLI = 0.9170; RMSEA = 0.0610; SRMR = 0.0471; χ²/df = 1.8070), supporting the three-factor structure. Reliability analysis indicated high internal consistency, with a Cronbach’s alpha value of 0.953. The final instrument consists of 28 items and is recommended for use by higher education institutions to evaluate STEM faculty teaching effectiveness.
Teaching effectiveness, STEM education, Scale development, Outcomes-based education, Higher education
https://doi.org/10.21833/ijaas.2026.01.024
Angco, R. J. N., & Angco, M. L. B. (2026). Development and validation of a scale for evaluating STEM faculty teaching effectiveness in higher education. International Journal of Advanced and Applied Sciences, 13(1), 228–238. https://doi.org/10.21833/ijaas.2026.01.024